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Abstract
This thesis examines teaching media literacy in higher education through an innovative methodology aimed at developing critical thinking. It proposes integrating a competency-based approach with problem-based learning, case studies, and fact-checking practices. The scientific novelty lies in specifying assessment criteria for argumentation in media-text analysis, evaluating source credibility, and constructing logically grounded conclusions, thereby strengthening students’ analytical judgment and responsible media consumption skills.
References
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